Eastern Idaho Technical College
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The process of updating the year-one report and compiling data for the year-three report has
illuminated the College’s strengths and challenges as we move forward with assessing core
themes, refining the process of outcome assessment and planning, and creating an integrated
strategic plan that is responsive to both EITC’s mission and addresses goals of the Idaho State
Board of Education.
As a small technical college, EITC faces challenges that may be unfamiliar to larger institutions
of higher-education. Our governance structure is lean, yet responsive to the needs of faculty,
staff and students. Like any other college, state appropriations have remained static. It is a
challenge for the College to grow current programs or develop new programs when there is not
a funding mechanism to do so. EITC’s funding is filtered through the State Division of
Professional-Technical Education and although our primary funding has not decreased, Carl
Perkins federal grant funds, which EITC depends on for many support services, has steadily
declined. Distribution of Perkins’ funds is divided among the other five colleges and universities
that offer PTE programs. It is based on numbers of students receiving Pell grants.
Three years ago a new community college, the College of Western Idaho (CWI), was formed in
Nampa, ID. CWI draws on a much larger population base than EITC. As a result, EITC, with a
very small student population, has seen its Perkins’ funding reduced by progressively greater
amounts annually. Although it has been difficult to manage these cuts without adversely
affecting student support, the College has worked collaboratively with stakeholders to minimize
any disruption to services.
Despite funding issues, the College has made a concerted effort to refine data collection, inform
and educate staff and faculty on the importance of serving our population, and increasing
collaboration with local businesses.
Through the three-year evaluation process, EITC has realized the value of bringing together the
goals of external stakeholders. EITC answers to the Idaho State Board of Professional Technical
Education, the State Board of Education, and the NWCCU. Each has data collecting
requirements; each has reporting requirements. The three year process brings to light the work
to be done.
The college needs to continue to refine campus-wide processes to collect data
supporting our core themes.
The college needs to continue its good work in bringing the strategic plan and the core
themes together in order to raise awareness and strengthen habits of analysis for
faculty and staff.
Program reviews need to reflect each program’s contribution to the mission and vision
of the college. Data collected and reported in program reviews needs to support the
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